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LISTENING TO DIFFERENT ENGLISH VARIETIES AND ACCENTS
Poʻlatova Guli Nuriddin qizi
Student of group 103-23
Teshaboyeva Nafisa Zubaydulla qizi
Scientific advisor
Jizzakh branch of the National University of Uzbekistan
Named after Mirzo Ulug’bek
The faculty of psychology, the department of Foreign languages:
Philology and teaching languages: English
https://doi.org/10.5281/zenodo.14263863
Annotation:
This study explores how various English accents influence the listening
comprehension of non-native English speakers and examines their perceptions and opinions
on the topic. Conducted with 38 pre-service English language teachers, the research employed
three data collection methods. Participants completed listening comprehension tests, a
semantic differential scale, and a reflective paper. Audio recordings featuring different English
accents were used randomly in the listening tests. The results highlighted that familiarity with
World Englishes (WEs) plays a crucial role in improving listening comprehension and reducing
biases against non-native English accents.
Key words:
accent, variety, rhoticity, intonation, stress, slang, idioms, dialect,
comprehension, exposure.
ПРОСЛУШИВАНИЕ РАЗЛИЧНЫХ АНГЛИЙСКИХ ВАРИАНТОВ И
АКЦЕНТОВ
Аннотация:
В этом исследовании изучается, как различные акценты английского
языка влияют на восприятие речи на слух у неносителей английского языка, а также
изучается их восприятие и мнение по этой теме. Исследование проводилось с 38
будущими учителями английского языка и использовало три метода сбора данных.
Участники заполняли тесты на восприятие речи на слух, шкалу семантического
дифференциала и рефлексивную работу. Аудиозаписи с различными акцентами
английского языка использовались случайным образом в тестах на восприятие речи на
слух. Результаты показали, что знакомство с мировыми английскими (WE) играет
решающую роль в улучшении восприятия речи на слух и снижении предвзятости по
отношению к акцентам неносителей английского языка.
Ключевые слова:
акцент, разнообразие, ротичность, интонация, ударение, сленг,
идиомы, диалект, понимание, воздействие.
INTRODUCTION
English has evolved into a global lingua franca, spoken by millions of people worldwide
in diverse cultural and linguistic contexts. This widespread use has resulted in the development
of various English varieties and accents, such as British, American, Australian, Indian, and
Nigerian English, each shaped by historical, geographical, and cultural influences. These
varieties differ not only in pronunciation and accent but also in vocabulary, grammar, and
usage, reflecting the unique identities of the speakers. For learners of English as a second or
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foreign language, understanding and navigating this diversity is both a challenge and a
necessity.
The importance of embracing this diversity in English cannot be overstated. As English
increasingly serves as a medium for global interaction, the ability to understand different
accents is vital for fostering cross-cultural communication and mutual respect. Exposure to a
wide range of English varieties not only improves listening comprehension but also broadens
learners' cultural horizons, helping them appreciate the linguistic richness and adaptability of
the language.
This paper explores the significance of listening to different English accents, focusing on
how it affects non-native speakers' comprehension and attitudes. By examining the experiences
of learners, the study sheds light on the challenges they face, the importance of exposure to
WEs, and the ways in which such exposure can enhance linguistic competence and cultural
sensitivity. In an interconnected world, mastering the skill of understanding diverse English
accents is an essential step toward achieving effective global communication.[1]
LITERATURE REVIEW AND METHODOLOGY
The increasing globalization of English has brought attention to the impact of different
English varieties and accents on non-native speakers’ language skills, particularly listening
comprehension. Research highlights that listening to unfamiliar accents can pose significant
challenges for learners, often due to variations in pronunciation, intonation, and speech rate
(Gass & Varonis, 1984). For instance, Jenkins (2000) emphasizes that phonological differences
in World Englishes (WEs) may hinder intelligibility, especially for listeners accustomed to
standardized varieties such as American or British English.
Bias against non-native English accents has also been explored in existing literature.
Lippi-Green (2012) points out that native-like accents are often idealized, creating unrealistic
expectations for non-native speakers. Such biases can affect perceptions of intelligibility and
proficiency. However, Kim (2009) suggests that emphasizing mutual intelligibility rather than
accent conformity can help learners build confidence and develop practical listening skills.
Despite its importance, limited exposure to diverse English varieties remains a challenge
in language education. Research calls for incorporating audio materials featuring multiple
accents into teaching practices to improve learners' listening comprehension and foster a
positive attitude toward linguistic diversity.[2]
DISCUSSION AND RESULTS
The findings of this study highlight the complex interplay between familiarity with
English accents, listening comprehension, and learner perceptions. The results indicate that
familiarity with World Englishes (WEs) significantly impacts non-native speakers’ ability to
comprehend spoken English and shapes their attitudes toward different accents. This section
discusses the implications of these findings in relation to previous research and the broader
context of English language learning.
Effect of Accent Familiarity on Listening Comprehension
Participants demonstrated higher comprehension scores when listening to more familiar
accents, such as American or British English, compared to less familiar varieties like Australian
or non-native English accents. This aligns with Gass and Varonis (1984), who found that
exposure and familiarity reduce the cognitive load associated with processing unfamiliar
phonological features. However, the lower scores for less familiar accents suggest that limited
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exposure to diverse varieties in traditional language instruction creates challenges for learners
when encountering real-world English.[3]
The participants’ reflective papers further revealed that unfamiliar accents often caused
difficulties in decoding pronunciation and identifying key information, especially when speech
rates or intonation patterns differed significantly from their expectations. These findings
underscore the importance of incorporating varied accent models into listening practice to
enhance learners’ adaptability.[4]
Perceptions of Different Accents
The semantic differential scale ratings revealed noticeable biases. Participants often
perceived native-like accents as clearer and more intelligible, reflecting a preference for
standardized varieties. This corroborates Lippi-Green's (2012) assertion that native-like
accents are often idealized in language education, perpetuating biases against non-native
varieties. However, the reflective papers suggested that these biases diminished as participants
became more familiar with the diverse accents used in the study, highlighting the role of
exposure in fostering acceptance and appreciation of linguistic diversity.
Cultural and Pedagogical Implications
One of the key insights from this study is the role of World Englishes in promoting not
only linguistic competence but also cultural awareness. Exposure to a range of English accents
prepares learners for authentic communication in multicultural settings, aligning with
Matsuda’s (2018) call for integrating WEs into language education. Furthermore, participants
expressed that listening to non-native accents encouraged them to reflect on their own biases
and recognize the global nature of English.
Challenges and Opportunities
While participants acknowledged the value of listening to different accents, they also
noted challenges such as frustration when unable to understand certain speech patterns. These
challenges highlight the need for structured practice and gradual exposure to ensure learners
feel supported rather than overwhelmed. Teachers and curriculum designers can address these
issues by selecting audio materials that represent a balance of familiarity and novelty, gradually
increasing the complexity of accents over time.[5]
Implications for Teacher Education
As pre-service teachers, the participants in this study will play a crucial role in shaping
future learners’ attitudes toward English varieties. Their experiences underscore the
importance of equipping language teachers with strategies to incorporate diverse accents into
their teaching. This not only enhances learners’ listening comprehension but also promotes
inclusivity and respect for linguistic diversity.
Limitations and Future Research
While this study provides valuable insights, it has limitations. The sample size of 38
participants, while sufficient for initial findings, may limit the generalizability of the results.
Future research could explore similar questions with larger and more diverse groups of
learners. Additionally, longitudinal studies could examine how sustained exposure to various
accents affects comprehension and attitudes over time.
The results of the study revealed several key findings regarding the effects of different
English accents on non-native speakers’ listening comprehension and their perceptions of these
accents.[6]
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1. Listening Comprehension Performance
The participants’ performance on the listening comprehension tests varied significantly
depending on the accents featured in the audio recordings.
Higher Scores for Familiar Accents
: Participants scored the highest when listening to
American and British accents, which were the most familiar to them. These accents were
perceived as clearer and easier to understand.
Lower Scores for Less Familiar Accents
: Comprehension scores dropped for Australian
and non-native English accents. Participants cited unfamiliar pronunciation, intonation
patterns, and speech rates as primary challenges in decoding these accents.
2. Perceptions of Accent Clarity and Intelligibility
Data from the semantic differential scale indicated varying perceptions of clarity and
intelligibility:
1.
Native-Like Accents Preferred
: American and British English were rated as the clearest
and most intelligible. This reflects the participants’ exposure to these accents in their
educational materials and media.
2.
Mixed Opinions on Non-Native Accents
: Non-native accents were perceived as less
clear and sometimes harder to follow, although participants noted that some speakers were
easier to understand due to slower speech rates or more neutral intonation.
3. Insights from Reflective Papers
Qualitative data from the reflective papers provided deeper insights into the participants’
experiences:
Challenges with Unfamiliar Accents
: Many participants described feelings of
frustration and difficulty when encountering accents they were unaccustomed to, particularly
those with significant phonetic differences.
Shifting Attitudes
: Despite initial biases, exposure to a variety of accents helped
participants develop a greater appreciation for the diversity of English. Some noted that
repeated listening improved their comprehension and reduced their discomfort with less
familiar accents.
4. Role of Familiarity with World Englishes
The findings highlight the importance of familiarity with World Englishes (WEs) in
improving listening comprehension. Participants who had prior exposure to diverse accents
through media or interactions with international speakers performed better and reported
fewer difficulties.
CONCLUSION
These findings have practical implications for language education. Incorporating audio
materials featuring diverse English accents into teaching practices can better prepare learners
for real-world communication and promote greater cultural sensitivity. For pre-service
teachers, this exposure is particularly valuable, as it equips them to foster inclusivity and
adaptability in their future classrooms.
In conclusion, the ability to understand different English accents is a vital skill in today’s
globalized world. Language education should prioritize fostering this skill through deliberate
exposure to World Englishes, thereby enhancing learners’ listening comprehension, reducing
accent bias, and broadening their cultural awareness. By embracing the rich diversity of
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English, learners and educators alike can contribute to a more inclusive and effective model of
communication.
References:
1.
Teshaboyeva N, & Rayimberdiyev S (2023, may). THE IMPORTANCE OF USING
MULTIMEDIA TECHNOLOGY IN TEACHING ENGLISH CLASSES. In Academic International
Conference on Multi-Disciplinary Studies and Education.
2.
Nafisa, T & Marina, S. (2023). TEACHING AND LEARNING OF ENGLISH
3.
Jenkins, J. (2000).
The phonology of English as an international language
. Oxford University
Press.
4.
Kim, Y. (2009).
Pronunciation and intelligibility: Revisiting the issue in a global context
. ELT
https://doi.org/10.1093/elt/ccn053
5.
Lippi-Green, R. (2012).
English with an accent: Language, ideology, and discrimination in
the United States
(2nd ed.). Routledge.
6.
Ibrohimovna, M. S. (2019). BASICS OF TEACHING FOREIGN LANGUAGES THROUGH
INTERCULTURAL COMMUNICATION COMPETENCE IN MILITARY EDUCATIONAL
INSTITUTIONS. European Journal of Research and Reflection in Educational Sciences Vol, 7(12).
7.
Musayeva, S. I., & Mengliyeva, S. S. (2022). Kursantlarning madaniyatlararo rivojlantirish.
8.
Matsuda, A. (2018).
World Englishes in English language teaching: An introduction
.
Routledge.
